Tanzanians feel that their educational system, inherited from the colonial past was mainly serving the interests of the elite and inducing in them attitudes of superiority and of disdain for manual occupations and skills. Tanzania's new educational policy demands that the educational effort be directed at the needs of the society, the nation and of the majority of the pupils: that the school be integrated with the community; and that it also identify itself with current national struggles. Furthermore, the policy requires that values such as cooperation, respect for human dignity and equality be inculcated in the students; and that education be integrated with production-that is, schools should be economic, as well as educational communities. Evaluation is regarded as an integral part of curriculum development, particularly at Tanzania's current stage of development when the philosophy, the concept, the purpose; and the content of education is radically different from the previous system. The results of evaluation are essential to determining the effectiveness of (1) instructional materials and methods in achieving specified objectives; (2) teacher education programs; (3) integrating school and community; (4) integrating education and production; and (5) assessing the impact of educational programs on popular attitudes toward education and social policy. (MV)